The cefr document is the result of a need for a common international framework for language learning facilitated co­ operation among educational institutions in different countries

Relation between the CEFR and the ELP
The CEFR and the European Language Portfolio (ELP) were developed in parallel.The ELP is an instrument based on the CEFR with which individual learners can reflect upon their learning and record their progress.
More about the relation between the CEFR and the ELP.
1.5 For what uses is CEF intended?
The uses of the Framework include:
The planning of language learning programmes in terms of:
• their assumptions regarding prior knowledge, and their articulation with earlier learning, particularly at interfaces between primary, lower secondary, upper secon- dary and higher/further education;
• their objectives;
• their content.
The planning of language certification in terms of:
• the content syllabus of examinations;
• assessment criteria, in terms of positive achievement rather than negative deficien- cies.
The planning of self-directed learning, including:
• raising the learner’s awareness of his or her present state of knowledge;
• self-setting of feasible and worthwhile objectives;
• selection of materials;
• self-assessment.
Learning programmes and certification can be:

• global, bringing a learner forward in all dimensions of language proficiency and com- municative competence;

• modular, improving the learner’s proficiency in a restricted area for a particular purpose;
• weighted, emphasising learning in certain directions and producing a ‘profile’ in which a higher level is attained in some areas of knowledge and skill than others;
• partial, taking responsibility only for certain activities and skills (e.g. reception) and leaving others aside.
The Common European Framework is constructed so as to accommodate these various forms.
In considering the role of a common framework at more advanced stages of language learning it is necessary to take into account changes in the nature of needs of learners and the context in which they live, study and work. There is a need for general qualifica- tions at a level beyond threshold, which may be situated with reference to the CEF. They have, of course, to be well defined, properly adapted to national situations and embrace new areas, particularly in the cultural field and more specialised domains. In addition, a considerable role may be played by modules or clusters of modules geared to the specific needs, characteristics and resources of learners.
1.6 What criteria must CEF meet?
In order to fulfil its functions, such a Common European Framework must be compre- hensive, transparent and coherent.
By ‘comprehensive’ is meant that the Common European Framework should attempt to specify as full a range of language knowledge, skills and use as possible (without of course attempting to forecast a priori all possible uses of language in all situations – an impossible task), and that all users should be able to describe their objectives, etc., by reference to it. CEF should differentiate the various dimensions in which language proficiency is described, and provide a series of reference points (levels or steps) by which progress in learning can be calibrated. It should be borne in mind that the development of communi- cative proficiency involves other dimensions than the strictly linguistic (e.g. sociocultural awareness, imaginative experience, affective relations, learning to learn, etc.).
By ‘transparent’ is meant that information must be clearly formulated and explicit, available and readily comprehensible to users.
By ‘coherent’ is meant that the description is free from internal contradictions. With regard to educational systems, coherence requires that there is a harmonious relation among their components:
• the identification of needs;
• the determination of objectives;
• the definition of content;
• the selection or creation of material;
• the establishment of teaching/learning programmes;
• the teaching and learning methods employed;
• evaluation, testing and assessment.
The construction of a comprehensive, transparent and coherent framework for language learning and teaching does not imply the imposition of one single uniform system. On the contrary, the framework should be open and flexible, so that it can be applied, with such adaptations as prove necessary, to particular situations. CEF should be:
• multi-purpose: usable for the full variety of purposes involved in the planning and pro- vision of facilities for language learning
• fiexible: adaptable for use in different circumstances
• open: capable of further extension and refinement
• dynamic: in continuous evolution in response to experience in its use
• user-friendly: presented in a form readily understandable and usable by those to whom it is addressed
• non-dogmatic: not irrevocably and exclusively attached to any one of a number of com- peting linguistic or educational theories or practices.